Skills for learning, skills for life and skills for work 26
Course assessment 27
Course assessment structure: question paper 27
Course assessment structure: assignment 29
Grading 33
Equality and inclusion 34
Further information 35
Appendix 1: course support notes 36
Introduction 36
Developing skills, knowledge and understanding 36
Approaches to learning and teaching 36
Preparing for course assessment 54
Developing skills for learning, skills for life and skills for work 56
Appendix 2: the two-source comparative question (How much do sources…reveal
about differing interpretations of…) 58
Example question 1 58
Example question 2 59
Copyright acknowledgements 60
Example questions: marking instructions 61
Version 3.0 1
Course overview
The course consists of 24 SCQF credit points which includes time for preparation for course
assessment. The notional length of time for candidates to complete the course is 160 hours.
The course assessment has three components.
Component Marks Duration
Component 1: question paper 1 — British,
European and world history
44 1 hour and 30 minutes
Component 2: question paper 2 — Scottish
history
36 1 hour and 30 minutes
Component 3: assignment 30 1 hour and 30 minutes — see
‘Course assessment’ section
Recommended entry Progression
Entry to this course is at the discretion of the
centre.
Candidates should have achieved the
National 5 History course or equivalent
qualifications and/or experience prior to
starting this course.
Advanced Higher History course
further study, employment and/or training
Conditions of award
The grade awarded is based on the total marks achieved across all course assessment
components.
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Course rationale National Courses reflect Curriculum for Excellence values, purposes and principles. They
offer flexibility, provide time for learning, focus on skills and applying learning, and provide
scope for personalisation and choice.
Every course provides opportunities for candidates to develop breadth, challenge and
application. The focus and balance of assessment is tailored to each subject area.
In this course, candidates develop a greater understanding of the world by learning about
other people and their values, in different times, places and circumstances. The course helps
candidates to develop a map of the past and an appreciation and understanding of the forces
which have shaped the world today.
Candidates have opportunities to develop important attitudes including an open mind and
respect for the values, beliefs and cultures of others; openness to new thinking and ideas;
and a sense of responsibility and global citizenship.
The course emphasises the development and application of skills. The focus on evaluating
sources develops candidates’ thinking skills. They also develop skills in literacy through
using and synthesising information in different ways.
Purpose and aims Candidates acquire breadth and depth in their knowledge and understanding of the past
through the study of British, European and world, and Scottish contexts in a variety of time
periods. Options cover topics from the Medieval, Early Modern and Later Modern periods,
and include elements of political, social, economic and cultural history. Candidates develop
an approach and understanding that they can apply to other historical settings and issues.
Candidates develop:
a conceptual understanding of the past and an ability to think independently
a range of skills including the ability to apply a detailed historical perspective in a range of
contexts
the skills of analysing various interpretations of historical sources and critically evaluating
a variety of views
an understanding of the relationship between factors contributing to, and the impact of,
historical events
the skills of analysing, evaluating and synthesising historical information
the skills of researching complex historical issues, drawing well-reasoned conclusions
Who is this course for? The course is appropriate for a range of candidates including those who wish to develop an
understanding of history and those who are seeking to progress and specialise in further
historical study.
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Course content
The course consists of three areas of study: British, European and world, and Scottish
history. There is considerable flexibility in the contexts and themes which can be studied to
allow for personalisation and choice.
Skills, knowledge and understanding
Skills, knowledge and understanding for the course
The following provides a broad overview of the subject skills, knowledge and understanding
developed in the course:
developing and applying skills, knowledge and understanding across contexts from
British, European and world, and Scottish history
evaluating the origin, purpose, content and context of historical sources
evaluating the impact of historical developments and synthesising information in a
well-structured manner
evaluating the factors contributing towards historical developments, and drawing
well-reasoned conclusions supported by evidence
researching and analysing historical information
developing a detailed and accurate knowledge and understanding of complex historical
issues in British, European and world, and Scottish contexts
Skills, knowledge and understanding for the course assessment
The following provides details of skills, knowledge and understanding sampled in the course
assessment:
Question papers
The British, European and world history question paper has two sections covering a range of
topics in British and European and world history. Candidates answer one part from each
section. The Scottish history question paper has one section covering a range of topics in
Scottish history.
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British
Part A: Church, state and feudal society, 1066–1406
Elements of society from the 11th to the 15th century in England and Scotland.
Themes: feudalism, church, authority and conflict.
Key issues Description of content
1 An evaluation of the nature of feudal
society
2 An evaluation of the role of the church
in medieval society
3 An assessment of the extent of the
increase of central royal power in the
reign of David I in Scotland
4 An evaluation of the reasons for the
increase of central royal power in the
reign of Henry II in England
5 An assessment of the attempts to
increase royal authority by King John
of England
6 An evaluation of the reasons for the
decline of feudal society
role and importance of the landed classes
role and importance of the peasant classes
role of the king
changing role of knights
role of the clergy
differing roles of the secular and regular
church
religious
political
social
economic
Successes and failures of David I:
religion
feudal landholding
military
law and order
economic
nobility
cost of warfare
need to develop the economy
law and order
effects of foreign influence
impact of the loss of Normandy
taxation
John’s personality
relations with the nobility
relations with the church
Black Death
Peasants’ Revolt
growth of towns
growth of trade and mercantilism
changing social attitudes
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British
Part B: The century of revolutions, 1603–1702
Political, religious, legislative and economic issues which led to the challenge to royal
authority posed by rights claimed on behalf of the individual and of social groups during the
17th century. Themes: authority, rights and revolution.
Key issues Description of content
1 An evaluation of the reasons for the
problems faced by King James after
the Union of the Crowns in 1603
2 An assessment of the policies of
Charles I in Scotland, up to 1642
3 An evaluation of the reasons for the
outbreak of civil war in England
4 An evaluation of the reasons for the
failure to find an alternative form of
government, 1649–58
5 An evaluation of the reasons for the
Revolution Settlement of 1688–89
6 An assessment of the significance of
changes brought about by the
Revolution Settlement, 1688–1702
political issues
Divine Right of Kings
religious issues
legal issues
economic issues
policies of Charles I in Scotland
imposition of the Prayer Book in Scotland
National Covenant
First Bishops’ War
Second Bishops’ War
legacy of James I
religious issues
political issues
economic and financial issues
actions of Charles and Parliament after
1640
Cromwell’s dominance
role of the army
role of Parliament
foreign issues
unpopular legislation
role of Charles II
role of James VII/II
religious issues
political issues
role of Parliament
religious power
legal powers of Crown and Parliament
political issues
financial settlement
loopholes in the Settlement
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British
Part C: The Atlantic slave trade
Development of the Atlantic slave trade in the 18th century, the social and economic
consequences of that trade, and its abolition in 1807. Themes: ideology, rights and conflict.
Key issues Description of content
1 An evaluation of the reasons for the
development of the slave trade
2 An assessment of the importance of
the slave trade to the British economy
3 An evaluation of the factors governing
relations between slaves and their
owners
4 An assessment of the implications of
the trade for African societies
5 An evaluation of the obstacles to
abolition
6 An evaluation of the reasons for the
success of the abolitionist campaign
in 1807
military factors
importance of West Indian colonies
shortage of labour
racist attitudes
religious factors
profits accruing from tropical crops
role of the trade in terms of navigation
manufacturing
industrial development
wealth of ports and merchants
humanitarian concerns
religious concerns
financial considerations
fear of revolt
racism and prejudice
slave sellers and European ‘factories’ on
the West African coast
development of slave-based states and
economies
destruction of societies
development of foreign colonies
roles played by leaders of African societies
in continuing the trade
slave rebellion in St Domingue
effects of the French Revolution
importance of the trade to the British
economy
anti-abolition propaganda
attitudes of British governments
decline in the economic importance of
slavery
effects of slave resistance
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military factors
campaign of the Anti-Slavery Society
role of Wilberforce
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British
Part D: Britain, 1851–1951
Development of the United Kingdom into a modern democracy and the development of the role of the state in the welfare of its citizens. Themes: authority, ideology and rights.
Key issues Description of content
1 An evaluation of the reasons why
Britain became more democratic,
1851–1928
2 An assessment of how democratic
Britain became, 1867–1928
3 An evaluation of the reasons why
some women were given the vote
in 1918
4 An evaluation of the reasons why the
Liberals introduced social welfare
reforms, 1906–14
5 An assessment of the effectiveness of
the Liberal social welfare reforms
6 An assessment of the effectiveness of
the Labour reforms, 1945–51
effects of industrialisation and urbanisation
pressure groups
examples of developments abroad
party advantage
effects of the First World War
widening of the franchise
distribution of seats
corruption and intimidation
widening membership of the House of
Commons
role of the House of Lords
changing attitudes to women in society
Suffragist campaign
Suffragette campaign
women in the war effort, 1914–18
example of other countries
social surveys of Booth and Rowntree
municipal socialism
fears over national security
New Liberalism
rise of Labour
The extent to which the Liberal reforms met the
needs of:
the young
the old
the sick
the unemployed
the employed
The extent to which the Labour reforms tackled
‘the Five Giants’ of:
want
disease
squalor
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ignorance
idleness
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British
Part E: Britain and Ireland, 1900–1985
Growing divisions in Ireland after 1900 in terms of identity and the development of tension
leading to conflict and civil war, attempts to resolve the conflict, and the continuation of strife.
Themes: identity, authority and conflict.
Key issues Description of content
1 An evaluation of the reasons for the
growth of tension in Ireland, to 1914
2 An assessment of the impact of World
War I on Ireland
3 An evaluation of the obstacles to
peace, up to the Anglo-Irish Treaty,
1918–21
4 An evaluation of the reasons for the
outbreak of the Irish Civil War
5 An evaluation of the reasons for the
developing crisis in Northern Ireland,
by 1968
Irish Cultural Revival (Gaelic League/Gaelic
Athletic Association)
re-emergence of Irish Republicanism (Irish
Republican Brotherhood/Sinn Fein)
differing economic and religious features
role of John Redmond and the Nationalist
Party (this includes the 1910 elections)
responses of Unionists and Nationalists to
the Home Rule Bill
Irish attitudes to World War I
impact of the Easter Rising
anti-conscription campaign
decline of the Nationalist Party
rise of Sinn Fein
Irish attitudes to British rule after World War I
role of the Dail (Declaration of
Independence)
position of Ulster Unionists
policies and actions of the British government
IRA tactics and policies
Anglo-Irish Treaty
role of the British government
divisions in the republican movement
role of Collins
role of De Valera
Unionist political ascendancy in Northern
Ireland
cultural and political differences between
communities
economic Issues
role of the IRA
issue of civil rights
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6 An evaluation of the obstacles to
peace, 1968–85
religious and communal differences
British government policies
role of terrorism
role of the British Army
role of the Irish government
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European and world
Part A: The Crusades, 1071–1204
Religious, political and economic factors in the crusading movement between 1071 and 1204.
Themes: ideology, authority and conflict.
Key issues Description of content
1 An evaluation of the reasons for the
calling of the First Crusade
2 An evaluation of the motives of
Christians from different classes to
take the cross
3 An evaluation of the reasons for the
success of the First Crusade
4 An evaluation of the reasons for the fall
of Jerusalem in 1187
5 An evaluation of the reasons for the
resolution of the Third Crusade
6 An assessment of the extent of the
decline of the crusading ideal, up to
the Fourth Crusade, 1204
threat to Byzantium
fear of Islamic expansion
threat to Mediterranean trade
ongoing struggle between church and state
papal desire to channel the aggressive
nature of feudal society
religious motives
desire to acquire territory in the Holy Land
seeking of fame and riches
overpopulation and famine
sense of adventure
military power of the Crusader knights
divisions among the Islamic states
misunderstanding of the Crusaders’ intent
aid from Byzantium
religious zeal of the Crusaders
death of Baldwin IV
divisions among the Crusaders
lack of resources of the Christian states
unification of the Islamic states under Saladin
Christian defeat at Hattin
Richard’s military role
Richard’s use of diplomacy
Saladin’s military role
Saladin’s use of diplomacy
rivalry between the Crusader leaders
coexistence of Muslim and Christian states
corruption of the crusading movement by the
church and nobles
effects of trade
Fourth Crusade
role of Venice
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European and world
Part B: The American Revolution, 1763–1787
British colonial control in America, the ideas and attitudes challenging that control, the
reasons for its eventual breakdown, and the consequences for America and Britain in terms
of conflict and resolution. Themes: rights, authority and revolution.
Key issues Description of content
1 An evaluation of the reasons for
colonial resentment towards Britain
by 1763
2 An evaluation of the reasons for the
colonists’ moves towards
independence
3 An evaluation of British opinion
towards the conflict in the colonies
4 An assessment of the global nature of
the war
5 An evaluation of the reasons for the
colonists’ victory
6 An assessment of the political impact
of the American Revolution
resentment towards the old colonial system
Navigation Acts
role of George III
political differences between colonies and
Britain
British neglect of the colonies
disputes over taxation
Boston Massacre
punishment of Massachusetts
military events of 1775
rejection of Olive Branch Petition
George III
British Parliament
Edmund Burke
Earl of Chatham
Thomas Paine
Franco-American Alliance
Dutch intervention
Spanish intervention
League of Armed Neutrality
control of the seas
British military inefficiency
role of George Washington
importance of French entry
control of the seas
role of local knowledge and people
Americans’ reflection of their experience
under British rule
significance of the Constitution
roles of Presidency
Congress and Supreme Court
legislature and judiciary
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European and world
Part C: The French Revolution, to 1799
Nature of government and society in 18th century France, of the origins and challenges to
absolutism, and of the differences and similarities between the Ancien Regime and the post-
revolutionary governments to 1799. Themes: rights, authority and revolution.
Key issues Description of content
1 An evaluation of the threats to
the security of the Ancien Regime
before 1789
2 An evaluation of the reasons for the
French Revolution in 1789
3 An evaluation of the reasons for the
failure of constitutional monarchy,
up to 1792
4 An evaluation of the reasons for the
Terror, 1792–95
5 An evaluation of the reasons for the
establishment of the Consulate
6 An assessment of the impact of
the Revolution
financial issues
taxation and corruption
role of the royal family
position of the clergy and nobility
grievances held by the Third Estate
financial problems of the Ancien Regime
influence of the Enlightenment
effects of the American Revolution
crisis of 1788-89
actions of Louis XVI
role of Louis XVI
Civil Constitution of the Clergy
role of the National Assembly
activities of the émigrés
outbreak of war
outbreak of war
threat of counter-revolution
political rivalries
role of Robespierre
Committee of Public Safety
Constitution of 1795
political instability
increasing intervention of the army in politics
role of Sieyès
role of Bonaparte
The social and political impact on:
peasants
urban workers
bourgeoisie
nobility
clergy
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European and world
Part D: Germany, 1815–1939
The growth of nationalism in 19th century Germany leading to the overcoming of obstacles to
unification of the nation by 1871, and the development of extreme nationalism after 1918.
Themes: nationalism, authority and conflict.
Key issues Description of content
1 An evaluation of the reasons for the
growth of nationalism in Germany,
1815–50
2 An assessment of the degree of
growth of nationalism in Germany,
up to 1850
3 An evaluation of the obstacles to
German unification, 1815–50
4 An evaluation of the reasons why
unification was achieved in Germany,
by 1871
5 An evaluation of the reasons why the
Nazis achieved power in 1933
6 An evaluation of the reasons why the
Nazis were able to stay in power,
1933–39
economic factors
cultural factors
military weakness
effects of the French Revolution and
Napoleonic Wars
role of the Liberals
supporters of nationalism
opponents of nationalism
political turmoil in the 1840s
Frankfurt Parliament
collapse of revolution in Germany, 1848–49
divisions among the nationalists
Austrian strength
German princes
religious differences
indifference of the masses
Prussian military strength
Prussian economic strength
the decline of Austria
role of Bismarck
role of other countries
weaknesses of the Weimar Republic
resentment towards the Treaty of Versailles
economic difficulties
appeal of Hitler and the Nazis after 1928
weaknesses and mistakes of opponents
establishment of a totalitarian state
fear and state terrorism
propaganda
economic policies
social policies
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European and world
Part E: Italy, 1815–1939
Growth of nationalism in 19th century Italy leading to the overcoming of obstacles to
unification of the nation by 1871, and the development of extreme nationalism after 1918.
Themes: nationalism, authority and conflict.
Key issues Description of content
1 An evaluation of the reasons for the
growth of nationalism in Italy, 1815–50
2 An assessment of the extent of the
growth of nationalism in Italy,
up to 1850
3 An evaluation of the obstacles to
Italian unification, 1815–50
4 An evaluation of the reasons why
unification was achieved in Italy,
by 1870
5 An evaluation of the reasons why the
Fascists achieved power in Italy,
1919–25
6 An evaluation of the reasons why the
Fascists were able to stay in power,
1922–39
cultural factors
economic factors
military weakness
effects of French Revolution and Napoleonic
Wars
resentment of Austria
supporters of nationalism
opponents of nationalism
Italian rulers
position of the Papacy
the failures of the revolutions of 1848
economic and cultural differences
political differences within the nationalists
dominant position of Austria
Italian rulers
indifference of the masses
rise of Piedmont
role of Cavour
role of Garibaldi
decline of Austria
attitudes and actions of foreign powers
weaknesses of Italian governments
resentment of the Peace Settlement
appeal of Mussolini and the Fascists
social and economic divisions
weaknesses and mistakes of opponents
establishment of the Fascist state
fear and intimidation
propaganda
foreign policy
economic and social policies
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European and world
Part F: Russia, 1881–1921
Development of opposition to autocracy in a large multi-national state, the collapse of the Tsarist regime and the rise of the Bolsheviks during the years 1881–1921. Themes: ideology, identity and authority.
Key issues Description of content
1 An assessment of the security of the
Tsarist State before 1905
2 An evaluation of the causes of the
1905 revolution
3 An assessment of the attempts to
strengthen Tsarism, 1905–14
4 An evaluation of the reasons for the
February Revolution, 1917
5 An evaluation of the reasons for the
success of the October Revolution,
1917
6 An evaluation of the reasons for the
victory of the Reds in the Civil War
Tsar
army/Okhrana
role of the church
Russification
political opposition
working class discontent
discontent among the peasantry
political problems
military defeat in the war against Japan
Bloody Sunday
nature of events in 1905
October manifesto and the Duma
Repression
Stolypin’s reforms
Fundamental Laws
role of Tsar Nicholas II
role of Tsarina Alexandra
discontent among the working class
peasant discontent
impact of the First World War
dual power
decision to continue the war
political discontent
land issue
appeal of Lenin and the Bolsheviks
strengths of the Reds
disunity among the Whites
leadership of Lenin
role of Trotsky
effects of foreign intervention
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European and world
Part G: USA, 1918–1968
Growing tensions in American society, focusing on racial divisions, economic difficulties, the
growth of federal powers and the struggle for civil rights.
Themes: ideology, identity and rights.
Key issues Description of content
1 An evaluation of the reasons for
changing attitudes towards immigration
in the 1920s
2 An evaluation of the obstacles to the
achievement of civil rights for black
people, up to 1941
3 An evaluation of the reasons for the
economic crisis of 1929–33
4 An assessment of the effectiveness of
the New Deal
5 An evaluation of the reasons for the
development of the Civil Rights
campaign, after 1945
6 An assessment of the effectiveness of
the Civil Rights movement in meeting
the needs of black Americans,
up to 1968
isolationism
fear of revolution
prejudice and racism
social fears
economic fears
legal impediments
popular prejudice
activities of the Ku Klux Klan
lack of political influence
divisions in the black community
Republican government policies in the 1920s
overproduction of goods and
underconsumption
weaknesses of the US banking system
international economic problems
Wall Street Crash
role of Roosevelt and ‘confidence building’
banking
agriculture
industry
society
prejudice and discrimination
experience of black servicemen in the
Second World War
role of black civil rights organisations
role of Martin Luther King
emergence of effective black leaders
roles of NAACP, CORE, SCLC
role of Martin Luther King
changes in federal policy
social, economic and political changes
rise of black radical movements
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European and world
Part H: Appeasement and the road to war, to 1939
Fascist foreign policy after 1933 and the reactions of the democratic powers to it, the
development of the policy of appeasement, its failure and the outbreak of war in Europe in
1939. Themes: ideology, conflict and diplomacy.
Key issues Description of content
1 An evaluation of the reasons for the
aggressive nature of the foreign
policies of Germany and Italy in
the 1930s
2 An evaluation of the methods used by
Germany and Italy to pursue their
foreign policies from 1933
3 An evaluation of the reasons for the
British policy of appeasement,
1936–38
4 An assessment of the success of
British foreign policy in containing
Fascist aggression, 1935 to
March 1938
5 An assessment of the Munich
agreement
6 An evaluation of the reasons for the
outbreak of war in 1939
Peace Settlement of 1919
Fascist ideology
economic difficulties after 1929
weakness of the League of Nations
British policy of appeasement
diplomacy
military action
military threat
pacts and alliances
role of Hitler and Mussolini
economic difficulties
public opinion
lack of reliable allies
military weakness
beliefs of Chamberlain
Abyssinia
Rhineland
Naval Agreement
non-intervention
Anschluss of March 1938 Arguments for and against the settlement:
Czechoslovakia
Britain
Germany
France
international context
changing British attitudes towards
appeasement
occupation of Bohemia and the collapse of
Czechoslovakia
British diplomacy and relations with the
Soviet Union
Nazi–Soviet Pact
invasion of Poland
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European and world
Part I: The Cold War, 1945–1989
Superpower foreign policy after 1945, the growth of international tension, the development of
the policy of detente, and the end of the Cold War in Europe in 1989.
Themes: ideology, conflict and diplomacy.
Key issues Description of content
1 An evaluation of the reasons for the
emergence of the Cold War,
up to 1955
2 An assessment of the effectiveness of
Soviet policy in controlling Eastern
Europe, up to 1961
3 An evaluation of the reasons for the
Cuban Missile Crisis of 1962
4 An evaluation of the reasons why the
US lost the war in Vietnam
5 An evaluation of the reasons why the
superpowers attempted to manage the
Cold War, 1962–79
6 An evaluation of the reasons for the
end of the Cold War
tensions within the wartime alliance
arms race
ideological differences
disagreements over the future of Germany
crisis over Korea
Khrushchev’s policies of de-Stalinisation
Soviet reactions to events in:
— Poland (1956)
— Hungary (1956)
— Berlin (1961)
Castro’s victory in Cuba
US foreign policy
Khrushchev’s domestic position
Khrushchev’s view of Kennedy
arms race
difficulties faced by US military
strengths of North Vietnam
weaknesses of South Vietnam
changing public opinion in the USA
international isolation of the USA
danger of Mutually Assured Destruction
dangers of military conflict as seen in the
Cuban Missile Crisis
economic cost of arms race
development of surveillance technology
development of detente
defeat of the Soviet Union in Afghanistan
failure of Communism in Eastern Europe
economic differences between East and
West
role of Gorbachev
role of Reagan
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Scottish
Part A: The Wars of Independence, 1249–1328
Political change and military conflict arising from the Wars of Independence.
Themes: authority, conflict and identity.
Key issues Description of content
1 Alexander III and the succession
problem 1286–92
2 John Balliol and Edward I 1292–96
3 William Wallace and Scottish
resistance
4 The rise and triumph of Robert Bruce
the succession problem
the Guardians
the Treaty of Birgham
the death of the Maid of Norway
the Scottish appeal to Edward I — the
decision at Norham
Bruce versus Balliol
the Great Cause and Edward’s decision
Balliol’s rule
Edward’s overlordship
the Scottish response
the Anglo–French war and the
Franco–Scottish Treaty
the subjugation of Scotland
Scottish resistance
roles of William Wallace and Andrew Murray
victory at Stirling and its effects on Scots and
on Scotland
defeat at Falkirk and continuing Scottish
resistance
the ambitions of Robert Bruce:
— his conflict with and victory over
Scottish opponents
— his victory at Bannockburn
continuing hostilities
the Declaration of Arbroath
the Treaties of
Edinburgh/Northampton,1328
The significance of the Wars of Independence
in the development of Scottish identity.
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Scottish
Part B: The age of the Reformation, 1542–1603
Religious and political change in 16th century Scotland.
Themes: authority, conflict and identity.
Key issues Description of content
1 The Reformation of 1560
2 The reign of Mary, 1561–67
3 James VI and the relationship between
monarch and Kirk
4 The impact of the Reformation on
Scotland, to 1603
the nature of the church in Scotland
attempts at reform
the growth of Protestantism
relationships with France and England
religious conflict
Lords of the Congregation
Treaty of Edinburgh, 1560
Mary’s difficulties in ruling Scotland:
— religion
— gender
— relations with the nobility
Mary’s marriages:
— her relationship with England
— abdication
— flight to England
the struggle for control of the Kirk: from
regency to personal rule
differing views about the roles of the
monarch and Kirk
the social, cultural, educational and
economic impact of the Reformation on
Scotland, to 1603
The significance of the age of Reformation in the
development of Scottish identity.
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Scottish
Part C: The Treaty of Union, 1689–1740
Political and economic change in Scotland, 1689–1740.
Themes: identity, conflict and authority.
Key issues Description of content
1 Worsening relations with England
2 Arguments for and against Union with
England
3 Passing of the Act of Union
4 Effects of the Union, to 1740
Navigation Acts
England’s foreign wars
Scotland’s economic problems
famine
Darien Scheme and its failure
Scottish responses
incidents leading to worsening relations with
England
the War of the Spanish Succession
the issue of the succession
religious issues
the Scottish economy
— possible advantages of Scots having
access to English colonies
the issue of Scottish identity
contrasting attitudes in Scotland towards
Union
the changing attitude of England
the debate over a Federal or Incorporating
Union
the role of the Commissioners
negotiations
the passing of the Union by the Scottish
Parliament
economic effects, to 1740:
— agriculture
— manufacture
— trade
political effects
the Hanoverian succession and the causes
of the Jacobite Rising of 1715
The significance of the Union in the development
of Scottish identity.
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Scottish
Part D: Migration and empire, 1830–1939
Population movement and social and economic change in Scotland and abroad between
1830 and 1939. Themes: empire, migration and identity.
Key issues Description of content
1 The migration of Scots
2 The experience of immigrants in
Scotland
3 The impact of Scots emigrants on
the empire
4 The effects of migration and empire on
Scotland, to 1939
push and pull factors in internal migration
and emigration:
— economic
— social
— cultural
— political aspects
opportunity and coercion
the experience of immigrants, with reference
to Catholic Irish, Protestant Irish, Jews,
Lithuanians and Italians
the reactions of Scots to immigrants
issues of identity and assimilation
the impact of Scots emigrants on the growth
and development of the empire with
reference to Canada, Australia, New Zealand
and India in terms of:
— economy and enterprise
— culture and religion
— native societies
the contribution of immigrants to Scottish
society, economy and culture
the impact of empire on Scotland
The significance of migration and empire in the
development of Scottish identity.
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Scottish
Part E: The impact of the Great War, 1914–1928
Conflict and its political, social, economic and cultural effects.
Themes: conflict, change and identity.
Key issues Description of content
1 Scots on the Western Front
2 Domestic impact of war: society and
culture
3 Domestic impact of war: industry and
economy
4 Domestic impact of war: politics
voluntary recruitment
the experience of Scots on the Western
Front, with reference to the battles of Loos
and the Somme
the kilted regiments
the role of Scottish military personnel in
terms of commitment, casualties, leadership
and overall contribution to the military effort
recruitment and conscription
pacifism and conscientious objection
Defence of the Realm Act (DORA)
changing role of women in wartime, including
rent strikes
scale and effects of military losses on
Scottish society
commemoration and remembrance
wartime effects of war on industry, agriculture
and fishing
price rises and rationing
post-war economic change and difficulties
post-war emigration
the land issue in the Highlands and Islands
the impact of the war on political
developments as exemplified by the growth
of radicalism, the Independent Labour Party
(ILP) and Red Clydeside
continuing support for political unionism
the crisis of Scottish identity
The significance of the Great War in the
development of Scottish identity.
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Assignment
Candidates have an open choice of historical topic, question or issue. Their choice is not
constrained by the content of the question papers.
Skills, knowledge and understanding included in the course are appropriate to the SCQF
level of the course. The SCQF level descriptors give further information on characteristics
and expected performance at each SCQF level, and can be found on the SCQF website.
Skills for learning, skills for life and skills for work This course helps candidates to develop broad, generic skills. These skills are based on
SQA’s Skills Framework: Skills for Learning, Skills for Life and Skills for Work and draw from
the following main skills areas:
1 Literacy
1.1 Reading
1.2 Writing
4 Employability, enterprise and citizenship
4.6 Citizenship
5 Thinking skills
5.3 Applying
5.4 Analysing and evaluating
Teachers and lecturers must build these skills into the course at an appropriate level, where
In the British, European and world history question paper, the two types of question
involve an evaluation of factors contributing to a historical event or development, and/or an
assessment of the impact of a historical event or development. Question stems for an
assessment and an evaluation type question include:
To what extent …
How important …
Quote. How valid is this view?
In the Scottish history question paper, there are four types of question:
Evaluate the usefulness of Source…as evidence of…
How fully does Source…explain…
How much do Sources…and…reveal about differing interpretations of…
Explain the reasons…
For the source evaluation (Evaluate the usefulness…) question, candidates’ responses
should evaluate the extent to which a source is useful by making separate evaluative
comments on aspects of the source such as author, type of source, purpose, timing,
content of the source, and points of significant omission. Evaluative comments on the
author, type of source, purpose and timing should link directly to the particular Scottish
topic of study. For the content of the source, candidates should quote from the source,
explain the selected source point fully, and link this directly to the question. Candidates
should also link points of significant omission to the question.
For the source contextualisation (How fully…) question, candidates’ responses should
make a clear judgement about the extent to which the source provides a full explanation
of a given event or development, for example, ‘The source partly explains…’ or ‘The
source explains to an extent’. To support their judgement, candidates should identify
points from the source and then points of significant omission (recalled knowledge)
necessary to provide a full explanation of the events or development the question is
focused on. Source points selected (it is good practice to quote from the source) should
be supported by a detailed explanation of their relevance to the question. Candidates
should also link recalled knowledge to the question and explain their points of recalled
knowledge in response to the question.
For the two source (How much do Sources reveal about differing interpretations of…)
questions, candidates’ responses should identify and explain the main interpretations of a
topic or event as represented by two sources. Candidates should begin by identifying the
main viewpoints of the two sources. Source points should be interpreted. Candidates
should carefully select the relevant points from the sources (it is good practice to quote
from the sources) and explain why their selected points or quotes are important to the
issue they are discussing. Quotes should link to the question asked. Candidates should
also introduce recalled knowledge to develop the source points and/or contextualise the
content of the source. Candidates should also link recalled knowledge to the question.
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For the knowledge (Explain the reasons why…) question, candidates’ responses should
identify key points and provide relevant explanations in response to the question.
Assignment
The purpose of the Higher History assignment is for candidates to demonstrate their ability to
apply their skills, knowledge and understanding to answer a historical question of their
choice. This may be related to areas they have studied in class if they wish, but they are free
to research any historical issue. Candidates may wish to use this opportunity to research
areas of local history or an area of interest suggested by what they have studied in class.
The assignment requires candidates to select an appropriate question or issue and write an
essay under controlled conditions within 1 hour and 30 minutes and in one sitting.
There are 30 marks available for the following skills, knowledge and understanding:
placing the issue in its historical context
analysing factors contributing to an event or development
evaluating factors to develop a line of argument
using information from sources to support factors
using knowledge to support factors
coming to a conclusion about the issue
Candidates should choose a question which allows them to analyse a complex historical
issue which involves a range of factors or areas of impact, and which allows them to draw a
well-reasoned conclusion.
Example questions for the assignment
The following examples draw on familiar contexts and sources. They are not a guide to all
appropriate assignment questions.
Example question drawn from British history, part A: church, state and feudal society, 1066–1406:
How important was the Peasants’ Revolt as a reason for the decline of feudal society?
Example question drawn from British history, part C: the Atlantic slave trade:
To what extent were the fears generated by the slave revolt on Saint-Domingue the main
obstacle to the abolition of the slave trade?
Example question drawn from British history, part D: Britain, 1851–1951:
The Labour reforms, 1945-51, successfully tackled the Five Giants outlined in the
Beveridge Report. How valid is this view?
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Example question drawn from European and world history, part A: the crusades, 1071–1204:
How important was Saladin’s use of diplomacy a reason for the resolution of the Third
Crusade?
Example question drawn from European and world history, part C: the French Revolution, to 1799:
To what extent was the role of Louis XVI the main reason for the failure of constitutional
monarchy in 1792?
Example question drawn from European and world history, part G: USA 1918–68:
Republican government policies in the 1920s were the main reason for the economic
crisis of 1929–33. How valid is this view?
Developing skills for learning, skills for life and skills for work Teachers and lecturers should identify opportunities throughout the course for candidates to
develop skills for learning, skills for life and skills for work.
Candidates should be aware of the skills they are developing and teachers and lecturers can
provide advice on opportunities to practise and improve them.
SQA does not formally assess skills for learning, skills for life and skills for work.
There may also be opportunities to develop additional skills depending on approaches being
used to deliver the course in each centre. This is for individual teachers and lecturers to
manage.
1 Literacy
1.1 Reading
1.2 Writing
The Higher History course provides candidates with opportunities to develop literacy skills,
particularly reading and writing. Candidates are encouraged to read as widely as possible
and undertake extended writing where appropriate, in order to prepare for course
assessment.
The assignment provides further opportunities for candidates to develop skills for learning,
skills for life and skills for work. Candidates have the opportunity to develop reading and
writing skills as they research their topic and write their assignments.
4 Employability, enterprise and citizenship
4.6 Citizenship
Citizenship is developed through examining Scotland’s place within the world, self-awareness and growing identity.
By studying a British and European and world time period, candidates develop a wider and
deeper perspective of significant national and international historical events and themes.
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5 Thinking skills
5.3 Applying
5.4 Analysing and evaluating
Thinking skills are developed across all British, European and world, and Scottish time
periods. Through the nature of historical study, candidates develop their understanding of
key issues and key events as well as identifiable skills, and they learn to apply them.
Candidates work with a range of sources of varying difficulty which develops their ability to
understand and apply knowledge.
As the specific skills focus of the Scottish history question paper is the evaluation of historical
sources, candidates are expected to analyse a range of sources in order to detect bias,
exaggeration and selectivity in the use of facts, and come to judgements on the usefulness of
sources for historical enquiry.
In the assignment, candidates develop information-handling skills as they analyse and
evaluate a range of historical sources such as newspapers, diaries, memoirs, letters,
speeches and historians. They apply their knowledge to the issue studied, and use analytical
and evaluation skills, both in the research process, and in preparing their findings for the
write-up of their assignments.
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Appendix 2: the two-source comparative question (How much do sources…reveal about differing interpretations of…)
Introduction This section provides examples of the 10-mark two-source comparative question in the
Scottish history question paper.
Example question 1 Migration and empire, 1830–1939
Study the sources below and attempt the question which follows.
Source A: from Marjory Harper, Crossing borders: Scottish emigration to Canada (2006).
Governments, like those in Canada, employed Scots emigrants to go back to Scotland
and encourage others to move, telling stories of fertile land and riches beyond anything
that could be gained in Scotland. By the end of the 19th century, packs of professional
agents had extended their influence to the remotest corners of Scotland, delivering
lectures, and arranging passages, land settlement or employment. The Federal
government stationed resident government agents at strategic locations throughout
Scotland, including Glasgow from 1869, Aberdeen from 1907 and Inverness from 1923.
However, it wasn’t only government agencies that promoted the move to Canada. The
Salvation Army, which in the early 20th century claimed to be the world's largest
emigration agency, was active in Scotland both before and after the war, providing
assisted passages and employment advice for single women, unemployed men, and
young adults.
Source B: from Roger Hudson, Going for Good, History Today, 62(6) (June 2012).
Scots left in huge numbers to seek out the riches on offer in the gold rushes of Canada
and Australia. Between 1841 and 1861 the population of the West Coast above
Ardnamurchan and the Inner and Outer Hebrides went down by a third. After that, though
emigration continued apace, it was largely from the Lowlands, driven not by destitution but
by the offer of cheap and sometimes free land in the countries of the Empire. A peak was
reached in the 1920s, with 363,000 leaving for the US and Canada in that decade, and
hundreds of thousands going to England, too. The Canadian Pacific Railroad Company
had been allocated 25 million acres between Winnipeg and the Rockies in 1880 as it
needed a steady flow of Scots, both men and women, to open up this vast area with farms
and settlements, a great motivation for many poor Scots.
How much do Sources A and B reveal about differing interpretations of the pull factors that
encouraged people to emigrate from Scotland, up to 1939?
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Example question 2 The impact of the Great War, 1914–1928 Study the sources below and attempt the question which follows.
Source A: from I. G. C. Hutchison, Scottish Politics in the Twentieth Century (2001).
There was a real change in the political background of the newspaper industry after the
war which was in direct contrast to the post-war radicalism seen in George Square. The
press moved decisively towards the Tories from a pre-war position of rough equality
between the Liberal and Unionists. In cities such as Glasgow and Dundee before 1914,
both parties had a supportive daily paper and by the mid-1920s, these Liberal papers had
all gone. In Glasgow, the Daily Record, long a powerful supporter of Liberalism, was
bought by Conservative supporting businessmen, and its politics switched accordingly
praising the merits of the Union and the Conservative Party. When new newspapers
appeared, they were pro-Tory: the Glasgow Bulletin, launched in 1915, addressed a
lower-middle class readership in Conservative attitudes as newspapers such as the solidly
Unionist Sunday Post, begun in 1914, was read almost universally throughout Scotland.
Source B: from James J. Smyth, Resisting Labour: Unionists, Liberals, and Moderates in
Glasgow between the wars (2003).
It is clear that there was a major working-class Unionist vote in Glasgow, however,
prominent politicians and academics all contributed to the growing view of the Catholic-
Irish, and their apparent link to the politics of the Left, as a threat. Part of that Unionist
identity included a hostility towards the Irish or, to be more precise, the Catholic-Irish.
Orangeism had long been a crucial element to working-class Toryism, with the Orange
order having direct representation on the western division and Glasgow association.
Although this formal relationship came to an end in 1922 when the Orange Order
withdrew in protest at the signing of the Anglo-Irish Treaty, the link was to remain strong
even after 1922. The Church of Scotland was intensely anti-Labour and pro-Union during
the war years and blamed the Irish for returning the ‘Clydeside’ group of MPs in 1922, as
well as identifying the Labour leadership as mostly Irish.
How much do Sources A and B reveal about differing interpretations of the reasons why the
impact of the war led to continuing support for political unionism?
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Copyright acknowledgements Part D: Migration and Empire, 1830−1939 Example question 2
Source B — Article is adapted from Scottish Emigration: Going for Good by Roger Hudson,
from History Today, 62(6), June 2012. Reproduced by kind permission of History Today Ltd.
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Example questions: marking instructions Migration and empire, 1830–1939
1 Candidates can gain marks in a number of ways up to a maximum of 10 marks.
Point identified in Source A Possible comments which show the candidate has interpreted the
significant view(s)
Governments, like those in Canada, employed Scots emigrants to go back to Scotland and encourage others to move, telling stories of fertile land and riches beyond anything that could be gained in Scotland.
Countries of the Empire used successful Scottish emigrants and paid them to travel back and helped more Scots to emigrate and settle in countries.
By the end of the 19th century, packs of professional agents had extended their influence to the remotest corners of Scotland, delivering lectures, and arranging passages, land settlement or employment. The Federal government stationed resident government agents at strategic locations throughout Scotland.
Agents toured Scotland giving out advice and financial aid to many who hoped to emigrate to Canada all backed by governments across the Empire.
The Salvation Army, which in the early 20th century claimed to be the world's largest emigration agency, was active in Scotland both before and after the war, providing assisted passages and employment advice for single women, unemployed men, and young adults.
Charities such as the Salvation Army encouraged many to emigrate by giving out advice and helping pay the fares of those who wanted to emigrate from Scotland.
Overall viewpoint — Organisations assisted Scots to emigrate.
Point identified in Source B Possible comments which show the candidate has interpreted the
significant view(s)
Scots left in huge numbers to seek out the riches on offer in the gold rushes of Canada and Australia.
Scots wanted to emigrate in search of gaining quick wealth as a result of the discovery of gold.
After that, though emigration continued apace, it was largely from the Lowlands, driven not by destitution but by the prospect of better opportunities with the offer of cheap and sometimes free land in the countries of the Empire.
Farmers in the Lowlands saw the prospect of free land as an opportunity too good to miss so took advantage of this and emigrated.
The Canadian Pacific Railroad Company had been allocated 25 million Canada needed people to populate its land and the Canadian Rail
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acres between Winnipeg and the Rockies in 1880 as it needed a steady flow of Scots, both men and women, to open up this vast area with farms and settlements, a great motivation for many poor Scots.
Company offered better opportunities in Canada to encourage Scots to emigrate.
Overall viewpoint — Better opportunities encouraged Scots to emigrate.
Possible points of significant omission may include
the Highland and Islands Emigration Society raised money and helped poor crofters to leave Scotland for Australia and Canada
emigration was also encouraged by the government through the Colonial Land and Emigration Commissioners. Support offered included land grants and help with the costs of passage. Direct funding of emigration was provided by the Empire Settlement Act of 1922
guidebooks to help emigrants, such as Hints on Emigration to Upper Canada were also produced along with posters with information and encouragement for potential Scottish emigrants
newspapers in Scotland published articles in support of emigration to Canada, Australia and New Zealand
Canada and New Zealand were attractive to Scottish farmers as they offered cheaper, fertile land
in Australia and New Zealand, cattle and sheep farming was a prosperous industry, so the possibility to make your fortune attracted many
skilled workers from the towns, for example, textile workers, were attracted to emigrate by higher wages and better careers prospects
some Scots were attracted to emigrate by the investment opportunities abroad in farming, mining and in the railways
Scots emigrated due to the financial support of relatives. Relatives often paid for fares and provided help on arrival
letters home from relatives and friends who had already emigrated describing the attractions of colonial life and recounting the successes of Scots emigrants was important in encouraging Scots to move overseas
the attraction of the better climate abroad may have been enough to convince someone to emigrate
many middle-class young men were attracted to the job opportunities in India such as civil servants, doctors and lawyers Any other valid point of explanation that meets the criteria described in the general marking instructions for this type of question.
Version 3.0 63
The impact of the Great War, 1914–1928
2 Candidates can gain marks in a number of ways up to a maximum of 10 marks.
Point identified in Source A Possible comments which show the candidate has interpreted the
significant view(s)
The press moved decisively towards the Tories from a pre-war position of rough equality between the Liberal and Unionists. In cities such as Glasgow and Dundee before 1914, both parties had a supportive daily paper and by the mid-1920s, these Liberal papers had all gone.
Traditional Liberal newspapers disappeared and were replaced by pro-Unionist newspapers.
In Glasgow, the Daily Record, long a powerful supporter of Liberalism, was bought by Conservative supporting businessmen, and its politics switched accordingly praising the merits of the Union and the Conservative Party.
The decline of the Liberal Party saw its staunch supporter, the Daily Record, switch its allegiance to the Unionists.
When new newspapers appeared, they were pro-Tory: the Glasgow Bulletin, launched in 1915, addressed a lower-middle class readership in Conservative attitudes as newspapers such as the solidly Unionist Sunday Post, begun in 1914, was read almost universally throughout Scotland.
The Sunday Post, a widely read newspaper across Scotland, as well as other newspapers, such as the Glasgow Bulletin, was launched with a strong Unionist message.
Overall viewpoint — Newspapers helped support for Unionism to grow.
Point identified in Source B Possible comments which show the candidate has interpreted the
significant view(s)
It is clear that there was a major working-class Unionist vote in Glasgow, however, prominent politicians and academics all contributed to the growing view of the Catholic-Irish, and their apparent link to the politics of the Left, as a threat.
The fear of Socialism, particularly in Glasgow, led to a support for Unionism.
Part of that Unionist identity included a hostility towards the Irish or, to be more precise, the Catholic-Irish. Orangeism had long been a crucial element to working-class Toryism.
Sectarianism and the Orange Order were essential elements in the growth of support for Unionism.
The Church of Scotland was intensely anti-Labour and pro-Union during the war years and blamed the Irish for returning the ‘Clydeside’ group of
The Independent Labour Party (ILP) and their policies in Scotland were attacked by the Church of Scotland leading to a growth of Unionism
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MPs in 1922, as well as identifying the Labour leadership as mostly Irish. across the country.
Overall viewpoint — Fear of Socialism and/or the Catholic-Irish led to a growth in support for Unionism.
Possible points of significant omission may include
there was much institutional support for the Unionists because of the fear of revolution. As well as many newspapers, universities and the legal profession were pro-Union
Unionists were well led and used new methods like the cinema to put their ideas across
the middle classes were also scared of Communism as Communists had, in a revolution, seized control of Russia. They were worried the same might happen in Scotland, especially when Tory newspapers ran scaremongering stories of ‘riots in George Square’
Scottish Unionist Party benefited from being seen as the party of law and order, which appealed to the middle classes, especially after the George Square riots
the Scottish Secretary Robert Munro and the Cabinet saw the Forty Hours Strike and demonstration at George Square, the waving of red flag and riots, not as strike action but a ‘Bolshevist rising’
Unionism appealed to voters who were frightened by rise of the Labour Party
the Conservative Party (also known as the Scottish Unionists or Tories) was seen as the party of patriotism and Empire
Scottish Unionist Party worked hard to build up support in rural areas
there was a long-term decline in the Liberal vote, for example, only gaining 9 seats in the 1924 election
although the Unionist vote dropped in 1922, long-term the party did well in the interwar years in Scotland, gaining 38 seats in the second election of 1924
after the war, many Conservative candidates for elections were ex-army men which appealed to many of the electorate
the policies of the Unionist Party were aimed at middle-class voters
the Unionist Party attracted new female voters by promising help to support the family
Unionists had many wealthy supporters so the party was well funded
Unionists claimed to represent traditional morals and values. Any other valid point of explanation that meets the criteria described in the general marking instructions for this type of question.
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Administrative information
Published: August 2019 (version 3.0)
History of changes
Version Description of change Date
2.0 Course support notes added as appendix 1. September
2018
3.0 Example questions added as appendix 2. Penalty for non-
submission of resource sheet added to ‘Evidence to be gathered’
section. ‘Reasonable assistance’ section updated.
August
2019
Note: you are advised to check SQA’s website to ensure you are using the most up-to-date
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